Tic disorders are more common in children and are often associated with learning difficulties and decreased social functioning. Some foreign scholars have concluded that the disorder can last a lifetime, with fluctuating conditions and a variety of symptoms. The complex and diverse behavioral symptoms that accompany the disease make it more difficult to treat and manage. In this paper, with reference to the literature, we suggest that the behavior of children with tic disorders is closely related to the way they are educated. The physical environment, emotional climate, parenting style and family structure of the family have an impact on the child’s psychological development and personality formation. A good parenting style is beneficial for the child’s social development. The results of some studies suggest that parents of children with tic disorders have more external control over educational effectiveness, parental responsibility, and parental control over their children’s behavior, indicating that parents of children with tic disorders have some incorrect ideas about the education of their children, believing that the emergence of children’s behavior problems is not determined by the parents’ own efforts, but is the result of educational failure and parent-child conflict. Psychological studies have found that the child’s personality and specific behavior depend on the behavior of both parents and the child and the mutual influence of both, with the involvement of either party reacting to the other. Therefore, the parent-child relationship is two-way or mutually influential. From the parents’ point of view, they have an expectation of the child’s behavior, and the specific behavior cannot be too much or too little; too much will be reduced by using restriction, restraint and other means with punishment; too little will also be increased by using praise methods such as attention and praise. This is the response that parents of normal children show to their children’s behavior and can keep the child’s behavior in the range they want. The relationship between children with tic disorders and their parents also reflects this mutual influence; on the one hand, children’s hyperactive and disobedient behavior may be the result of their parents’ frequent use of punishment, and children’s behavior is an imitation of their parents’ punitive behavior; on the other hand, children’s aggressive behavior causes parents’ punitive behavior, and parents resort to punishment in order to control the situation. The parents of children with tic disorders do not recognize the effectiveness of their children’s education and do not fulfill their parental responsibilities, believing that their children’s learning problems, impulsiveness, hyperactivity, anxiety, and character problems are not their responsibility, and they are bored and desperate for their children’s bad behavior and have difficulty controlling their children’s lifestyles, allowing their children to do things on their own and exacerbating their children’s performance, so that the parents’ educational effectiveness The parents’ educational effectiveness is getting worse and worse, and the children’s problems are getting more and more. Some domestic scholars have suggested that there is a correlation between parents’ perceptions of success and failure in educating their children and the behavior of children with tic disorders. Therefore, in addition to the control of tic disorder with medication, we should also pay attention to parenting style, change the bias of parents’ perception of their children’s educational success or failure, and create a good living and learning environment for children as much as possible in order to improve the treatment effect of children with tic disorder.